在自律學習(self-regulatory learning)中，尋求幫助的行為(help-seeking behavior)確實會是影響學習成效的因素之一。理想的行為，可以幫助學習成效；但其中像是過度依提示或不懂得尋求幫助的行為，都是屬於偏向負面的行為。過去多數help- seeking的研究是用問卷的方式來做分析，本研究則是透過系統協商的介入來探討學生行為的變化。本研究設計了控制組(使用者導向)與實驗組(協商機制)。前者使用者雖可自由的尋求提示幫助，但容易過度依賴系統；後者則設計四種協商機制讓使用者可以跟系統進行調解。主要的重點放在觀察兩套系統中，學生的help-seeking行為，是否因系統介入而產生什麼樣的差異。並嘗試透過log-file來建立help-seeking behavior的分類標準，解決何時或如何將適當的提示給予參與者，什麼樣的使用者適合什麼樣的提示方式，以及系統如何應付不同情境下的學生所需。

Help-seeking is an important self-regulatory learning strategy and it affects learners’ learning performance. An ideal help seeking can assist students to reach their goal easier; on the other hand, some behavior like "abuse for help" and "avoid for help" is needed to prevent from happening. While many researchers have used questionnaire to classify the differences of behavior, we implemented a negotiation mechanism to regulating help-seeking with students. This study designed two systems: user-controlled adaptive learning system (UALS) and negotiation-based adaptive learning system (NALS). In UALS, students can ask for help in anytime without limit, but may abuse the essence of help-seeking. To alleviate this problem, we developed the NALS to negotiate with users with multiple levels of hints, and, in this way, to preventing the student from overly relying or nearly total avoiding on help seeking. The main issues in our study are to observe how the students’ pattern of help-seeking can be altered or regulated with the NALS.

Contents
1 Introduction 1
1.1 Background and Motivation 1
1.2 Scope of the Work 2
1.3 Thesis Organization 3
2 Related Work 5
2.1 Adaptive Learning System 5
2.2 The NALS for regulating help-seeking behaviors 8
3 NALS for Regulating Help-Seeking Behavior 11
3.1 System Model 11
3.2 Experimental Method 16
4 Evaluation 18
4.1 Students Log Statistics 18
4.2 Sequential Analysis 19
4.3 System Intervention 24
5 Conclusion 30
References 32

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